Airi Rovio‐Johansson and Marie Lumsden
The purpose of this paper is to investigate students’ qualitatively different ways of understanding basic economic relationships in three undergraduate courses in the discipline…
Abstract
Purpose
The purpose of this paper is to investigate students’ qualitatively different ways of understanding basic economic relationships in three undergraduate courses in the discipline of accounting.
Design/methodology/approach
The theoretical frame is variation theory, which is a learning theory about the different ways students understand the learning object (in this study, basic economic relationships). The instructors chose a learning object which was investigated under two different teaching conditions – the traditional lecture model and the adjusted Learning Study model. Two student groups in a Business Programme (one group admitted the year after the first group) were identified as a comparison group and a target group. The two groups were comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the instructors used the traditional lecture model; in the target group, the instructors used the adjusted Learning Study model. The first year of the study was used for training the instructors and for the preparation of teaching prerequisites.
Findings
There were significant differences between the two groups’ examination results in the three courses. Students in the adjusted Learning Study model group performed better. The conclusions have scientific implications for students’ understanding of the subject and educational implications for teaching in terms of new teaching methods and revised curricula. The findings are valuable to professional instructors/lecturers in higher education.
Originality/value
The findings and methods of this study contribute to the international research on empirically based didactic knowledge of subject content in higher education. Even though the subject content is specific in the study, the methodology of variation theory is applicable to other disciplines.
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The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of…
Abstract
The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of accounting. The theoretical framework of variation theory, a general learning theory, is applied. The lecturers chose a learning object which is investigated under two different teaching conditions – the conventional lecture model and the variational method. Two student groups were identified as a comparison group and a target group, comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the lecturers used the conventional lecture model and in the target group the variational model. The results indicated significant differences between the two groups’ examination results in the three courses, with students in the target group performing much better. The educational implications and limitations of the study, and areas for further research, are discussed.
This chapter reflects on a media studies project exploring Sylvia Plath poetry on Tumblr. The project ultimately resulted in excess digital data, with no conventional publications…
Abstract
This chapter reflects on a media studies project exploring Sylvia Plath poetry on Tumblr. The project ultimately resulted in excess digital data, with no conventional publications or research outputs. Now writing 10 years after data collection, I take a storying approach to explore the original research concerns and the research process, thereby locating a reconfigured ‘research event’ that draws together various biographical, social, political and historical factors. I reflect on my evolving understanding of ‘research’, discussing early teaching experiences and postgraduate pathways that partly structured a particular relationship to research. This serves to bridge a discussion about the challenges of the initial process over a decade ago, including the uncomfortable pairing of inexperience among aspiring researchers and institutional pressures to publish. I then discuss the theoretical perspectives that inspire and, in retrospect, offer clarity for the project, given the amount of time passed since data collection and the synergistic relationship between the storying approach, poststructuralist thought and story-focused methodologies. I argue that Tumblr provides unique opportunities for identity negotiation, aesthetic appreciation, data extraction and commodification, which highlights both the creative agency of digital aesthetic curation and self-work, as well as the importance of algorithmic transparency. I also contend that engaging with excess data led to methodologically and theoretically useful insights, challenging assumptions about the temporality of usable data and the ever-changing relationship between art, technology and freedom.
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A VERY interesting winter lies ahead for all students and other librarians; for, we suppose, almost immediately attempts will be made to harmonize the practice of the Library…
Abstract
A VERY interesting winter lies ahead for all students and other librarians; for, we suppose, almost immediately attempts will be made to harmonize the practice of the Library Association with the expressed wishes of its last Annual Meeting. We publish some notes in Letters on Our Affairs on the crisis, if it may be so called, but we would add such voice as we have to that of those who plead for moderation. Violent changes are rarely justified, and violent expressions still less rarely, and as there appears to be now a disposition to bury hatchets and to get to work we hope that every advantage will be taken of it.
Afshin Tanouri, Ann-Marie Kennedy and Ekant Veer
Although the concept of transformative gamification is mentioned in previous research, no research has provided a theoretically based explanation of how gamification can lead to…
Abstract
Purpose
Although the concept of transformative gamification is mentioned in previous research, no research has provided a theoretically based explanation of how gamification can lead to transformative change. This paper aims to provide the explanation for the first time by combining storytelling elements with cognitive behavioural therapy logic and incorporating these into a framework to show the process of transformative behaviour change through gamification. The proposed framework not only furthers the theoretical understanding of transformative gamification services but also provides practical insight into design and implication of such services.
Design/methodology/approach
This paper is based on critical analysis and synthesis of literature from different fields of research such as transformative service research (TSR), gamification, game studies, social marketing, storytelling and journalism. Ergo, several propositions based on the extensive literature review are proposed and aggregated in a conceptual framework.
Findings
This paper argues that apart from game mechanics that are often considered as an inseparable aspect of gamification services, immersive storytelling and a mechanism to encourage reflection are the pivotal components of transformative gamification services. In addition, this paper suggests that although reflection and immersive storytelling are often considered as opposite sides of the spectrum, they can have a synergistic effect once they work in tandem in gamification services.
Originality/value
This paper proposes a novel framework and an operational definition for transformative gamification services. It contributes to TSR, gamification and health promotion research through differentiating this concept from similar concepts, such as mHealth, propelling gamification to a more meaningful and user-centric version and providing service researchers with a practical guide to make use of gamification as a tool to serve TSR.
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Tanya Jurado, Alexei Tretiakov and Jo Bensemann
The authors aim to contribute to the understanding of the enduring underrepresentation of women in the IT industry by analysing media discourse triggered by a campaign intended to…
Abstract
Purpose
The authors aim to contribute to the understanding of the enduring underrepresentation of women in the IT industry by analysing media discourse triggered by a campaign intended to encourage women to join the IT industry.
Design/methodology/approach
Internet media coverage of the Little Miss Geek campaign in the UK was analysed as qualitative data to reveal systematic and coherent patterns contributing to the social construction of the role of women with respect to the IT industry and IT employment.
Findings
While ostensibly supporting women's empowerment, the discourse framed women's participation in the IT industry as difficult to achieve, focused on women's presumed “feminine” essential features (thus, effectively implying that they are less suitable for IT employment than men), and tasked women with overcoming the barrier via individual efforts (thus, implicitly blaming them for the imbalance). In these ways, the discourse worked against the broader aims of the campaign.
Social implications
Campaigns and organisations that promote women's participation should work to establish new frames, rather than allowing the discourse to be shaped by the established frames.
Originality/value
The authors interpret the framing in the discourse using Bourdieu's perspective on symbolic power: the symbolic power behind the existing patriarchal order expressed itself via framing, thus contributing to the maintenance of that order. By demonstrating the relevance of Bourdieu's symbolic power, the authors offer a novel understanding of how underrepresentation of women in the IT sector is produced and maintained.
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WE write on the eve of an Annual Meeting of the Library Association. We expect many interesting things from it, for although it is not the first meeting under the new…
Abstract
WE write on the eve of an Annual Meeting of the Library Association. We expect many interesting things from it, for although it is not the first meeting under the new constitution, it is the first in which all the sections will be actively engaged. From a membership of eight hundred in 1927 we are, in 1930, within measurable distance of a membership of three thousand; and, although we have not reached that figure by a few hundreds—and those few will be the most difficult to obtain quickly—this is a really memorable achievement. There are certain necessary results of the Association's expansion. In the former days it was possible for every member, if he desired, to attend all the meetings; today parallel meetings are necessary in order to represent all interests, and members must make a selection amongst the good things offered. Large meetings are not entirely desirable; discussion of any effective sort is impossible in them; and the speakers are usually those who always speak, and who possess more nerve than the rest of us. This does not mean that they are not worth a hearing. Nevertheless, seeing that at least 1,000 will be at Cambridge, small sectional meetings in which no one who has anything to say need be afraid of saying it, are an ideal to which we are forced by the growth of our numbers.
Konstantina Martzoukou and Simon Burnett
This paper presents the research findings of the “Syrian New Scots’ Information Literacy Way-finding practices” research project, funded by the Information Literacy Group of the…
Abstract
Purpose
This paper presents the research findings of the “Syrian New Scots’ Information Literacy Way-finding practices” research project, funded by the Information Literacy Group of the Chartered Institute of Library and Information Professionals. The purpose of this paper is to explore the information needs of “Syrian New Scots” (the preferred name for refugees in Scotland), their habitual and adaptive information literacy practices and the barriers and enablers they encounter within their new socio-cultural setting via their interactions with people, tools and processes.
Design/methodology/approach
Primary data were collected via interviews with three Local Authority Leads for Syrian Resettlement and focus groups with Syrian New Scots in three geographical locations in Scotland: two rural areas and one urban. Syrian research subjects were also involved in a drawing exercise that helped to contextualise the findings.
Findings
The main information needs expressed by participants revolved around the learning of English language which was linked to addressing health-related information needs, well-being and community engagement. All participants also highlighted the issue of socio-cultural differences in fulfilling everyday life information needs (such as health and housing). Information provision to Syrian New Scots requires a more structured process that acknowledges personalised information needs and it is tailored to the different stages of the adaptation process. The findings suggest that the “ways of knowing” that Syrian refugees bring with them are converging information experiences of past and new knowledge structures gained via different socio-cultural and migration experiences.
Originality/value
The research findings of this project will be of interest to local and regional support organisations and community volunteer groups who contribute to the social well-being and social integration of Syrian refugees. In addition, they may be of interest to public libraries due to their role as centres for educational and cultural orientation sessions, and as places of support for newly settled Syrian refugees and the communities that embrace them.